In addition to this, any objective study of the Communist-dominated world is rendered impossible, if the supplemental goal is to promote mutual understanding. This of course is an object of study when the system of two distinct peoples is founded upon the same general principles, and when words are used on both sides with similar meanings. In a study of the Communist world, far more can be effected by a rigorous emphasis on the differences than can be gained by soft-pedaling and concealing them. Another important factor that has worked against the increase of students in the East European field has been the nature of the opportunities which are offered to students. Immediately after the liberation of the Slavic countries, after World War I, there seemed to be a chance that students who acquired some knowledge of Slavic could put it to use in their ordinary vocations. Those opportunities for employment abroad that loomed so large in the calculations of students of Spanish proved to be conspicuously absent in view of Communist actions. The spurt that occurred after World War II came to an end when the Iron Curtain descended over almost the entire Slavic world, at least so far as the average student was concerned. Men who had received some instruction while in the Armed Services were able to take advantage of the GI Bill of Rights and continue their studies. Yet most very soon found that unless they intended to become real specialists, they would not have the opportunity to use their knowledge. The colleges and universities needed more men in view of the widespread conviction that Russian, especially, was a proper and necessary subject. Yet the field was relatively limited and did not require many generations of post-graduate students to adequately staff the departments. The chief opportunity besides teaching was government service and this absorbed the greatest number. But, for those who did not care for government work the range of opportunities soon became restricted. Most of these men and women, who are today specializing actively, are persons who have received fellowships of some kind or value from one or another of the larger foundations (the Rockefeller, Carnegie Corporation and the Ford Foundation). As in other branches of scholarship, and even the sciences, or those humanistic subjects which almost insure teaching positions, these fellowships and scholarships play a more important part in the economic life of the graduate student than ever before and any increase or decrease in them is reflected almost immediately in the number of students. The result has been a steady but perceptible drop in graduate students during the past years. This has not been a bad sign in reality, even though it may superficially seem a lack of interest.